This document provides the context, goals, assessments, and learning plan for a community music class for adults with physical and learning disabilities. The class is taught weekly and provides music education using various instruments like drums, guitar, and bass. The goals are for students to develop singing and instrumental skills like playing melodies and rhythms, keeping a steady beat, discussing musical preferences, and incorporating personal experiences into songwriting. Evidence of learning and progress will include performances that demonstrate techniques like varying dynamics and playing contrasting rhythms. Students' learning will be assessed using a rubric that evaluates their ability to meet expectations for each goal.
This document provides the context, goals, assessments, and learning plan for a community music class for adults with physical and learning disabilities. The class is taught weekly and provides music education using various instruments like drums, guitar, and bass. The goals are for students to develop singing and instrumental skills like playing melodies and rhythms, keeping a steady beat, discussing musical preferences, and incorporating personal experiences into songwriting. Evidence of learning and progress will include performances that demonstrate techniques like varying dynamics and playing contrasting rhythms. Students' learning will be assessed using a rubric that evaluates their ability to meet expectations for each goal.
This document provides the context, goals, assessments, and learning plan for a community music class for adults with physical and learning disabilities. The class is taught weekly and provides music education using various instruments like drums, guitar, and bass. The goals are for students to develop singing and instrumental skills like playing melodies and rhythms, keeping a steady beat, discussing musical preferences, and incorporating personal experiences into songwriting. Evidence of learning and progress will include performances that demonstrate techniques like varying dynamics and playing contrasting rhythms. Students' learning will be assessed using a rubric that evaluates their ability to meet expectations for each goal.
This document provides the context, goals, assessments, and learning plan for a community music class for adults with physical and learning disabilities. The class is taught weekly and provides music education using various instruments like drums, guitar, and bass. The goals are for students to develop singing and instrumental skills like playing melodies and rhythms, keeping a steady beat, discussing musical preferences, and incorporating personal experiences into songwriting. Evidence of learning and progress will include performances that demonstrate techniques like varying dynamics and playing contrasting rhythms. Students' learning will be assessed using a rubric that evaluates their ability to meet expectations for each goal.
Context Statement: A community class is taught at EMIC every Monday to adults with different physical and learning disabilities. Most of the students are over 50 years old. Many of the learners have only had music education from their school when they were younger. Some do not know how to anticipate a steady beat, and some find it difficult to memorize lyrics. Before the class many of them have not played instruments before. The instruments provided for this class are a drum set, a guitar, a bass, and another single drum. Every student plays a different instrument. Every instrument needs to be kept in mind while planning for the curriculum.
Stage 1 - Desired Results
Standards: Goals: 1.2 The student will 1. I can sing more than 5 pitches varying in dynamics efficiently and identify the demonstrate various contrast in dynamics (loud/soft) by the end of 3 class periods. uses of the voice, 2. I can play at least 2 different pitches on 2 different instruments in a group including setting using proper strumming and drumming techniques while keeping a - singing high and low tempo with the group after 1 month of classes pitches; 3. I can demonstrate different strum and drum patterns to incorporate into the - using the voice in music we play in class within 2 rehearsals. speech and song; and 4. I can demonstrate a beat that, and then include that into the process of - demonstrating learning the melody to my songs, so I can efficiently play both the beat and the expressive qualities of melody within 2 classes of rehearsal. music, including 5. I can sing and play quarter and eighth notes while keeping a steady tempo with changes in dynamics the group within 6 class periods and tempo. 6. I can have a through discussion about the music that we play in class and how I have heard and used this music in my outside life to convey emotion or share 1.4 with family or friends within 1 class by writing a song that conveys lyrics about The student will play a my life. variety of pitched and 7. I will be able to hear two different contrasting songs and identify which one I nonpitched instruments prefer and explain why by the end of a month of classes alone and with others, 8. I can talk about why I enjoy some aspects of performing as opposed to others, including and how I can work to improve and feel better in the aspects that are difficult - playing two-pitch for me. I can do this within 2 class periods melodies, using imitation; -playing expressively with appropriate dynamics and tempo; -accompanying songs and chants, using body percussion as well as instruments; and -using proper playing techniques.
1.5 The student will
perform rhythmic patterns that include quarter notes, paired eighth notes, and quarter rests, using instruments, body percussion, and voice.
1.6 The student will
demonstrate the difference between melodic rhythm and steady beat.
1.7 The student will
demonstrate melodic rhythm, using instruments, body percussion, and voice. 1.11 The student will identify behaviors appropriate to different types of events/situations (e.g., classical concert, rock concert, sporting event).
1.12 The student will
identify the relationships between music and other fields of knowledge.
1.14 The student will
identify elements of performances that he/she likes or dislikes and explain why.
Generative (Essential) Questions:
- What specific aspects of the music that you listen to make you enjoy it or not? - What makes playing in a group sound and feel different from playing by yourself? - Why do we incorporate soloing in the process of learning a song, and what kinda things does it challenge you to do?
Create at least 3 generative questions.
Stage 2 - Evidence
1. Evidence: Learners will show evidence by first learning a song with more than 5 pitches. and then performing it as a class. They will effectively show different dynamic levels in their performance. 2. Evidence: The learners will learn the same song on two different instruments and be able to effectively mimic drum and strum patterns. 3. Evidence: Students will discuss what makes the strum patterns different strum patterns and design rhythmic patterns for each other to play, and then take turns playing the different patterns. 4. Evidence: I can have the students take turns playing the melody and then playing some steady beat, showing how they contrast but still play with one another. 5. Evidence: The students will sing along to the songs in class in unison with the incorporation of clapping to show melodic rhythm. 6. Evidence: Students will talk through their own life experiences and and apply those ideas to the lyrics in a song. Concepts could include places they’ve been, people they know, and activities they have done. 7. Students will be played two contrasting songs and verbally state which one they prefer. To explain why they like a certain piece they will refer to musical ideas such as structure, tempo (fast or slow), and melody. .
Be as specific as possible to articulate what a quality piece of evidence will look like that will demonstrate that learners grew related to each of the goals. Be clear and think about what specifics need to be addressed and which ones don’t (use vagueness purposefully to encourage some aspect of learner agency). Identify the format and qualities of each piece of evidence and how they relate to the goals. Also provide specific adaptations to the evidence to allow for this curricula to be inclusive of learners with different ability levels and body/mind constitution.
Develop rubrics, checklists, and informal assessments (like observation guides) to assess learners growth in your setting. Develop a final
Stage 3 – Learning Plan
1. Students can make progress by learning a song with more than 5 pitches. Once the student can successfully sing the melodic line with about 80% pitch accuracy then they can begin to add dynamic to their singing. Exceeding expectations would include being able to play their instrument and sing with dynamics at the same time. 2. Students can start by playing one pitch with proper technique in tempo. Then they can start to play the other pitch in tempo. After that they can begin to alternate pitches on their instrument while keeping in tempo with the group. The same process can be repeated for the instrument. 3. Students can start by being able to hear two different strumming and drumming patterns and identify them as different. Then they can learn patterns by tapping the rhythm first with their hands. After that they can apply the pattern to their instrument. 4. Students will all play together a steady beat and then a melodic line. They can show progress by switching off playing a steady beat and melodic line in a group. Those not keeping the steady beat will play the melodic line and vice versa. 5. Students can make progress by first being able to sing or play in rhythm by themselve. Then they sing in a group and keep the tempo, and then they can sing and play simultaneously in rhythm while keeping a steady tempo. 6. Students can make progress by stating words or lyrics they would like included in the song they are writing. Then begin to relate those words to their personal life. 7. Students will be played two contrasting songs and the teacher will lead a discussion on why the two are different. The next time students hear two contrasting pieces, they can make progress by identifying them as different and giving one reason why. Exceeding expectations would include stating 3 musical ideas in the pieces and explaining what makes them contrasting.
Final Assessment Rubric
Goal/Quality No Minimal Meet Exceeds
Evidence Evidence Expectations Expectations
1 The song is The song is The song is The song is
1.2 The student will not learned learned with some completely learned completely learned demonstrate various and no correct pitch accuracy. and all notes are and all notes are pitches are The student shows sung with pitch sung with pitch uses of the voice, sung. The varying dynamic accuracy. The accuracy. The including student shows levels but students shows student can sing and - singing high and low the same demonstrates varying dynamics, play at the same time pitches; dynamic level them at the wrong but cannot sing and while have varying - using the voice in throughout the time in the song. play at the same dynamics (i.e. a loud speech and song; and whole piece. time. chorus and soft - demonstrating verses) expressive qualities of music, including changes in dynamics and tempo. 2 The students Students can play Students can play a Students can 1.4 are not able to some pitches on variety of pitched efficiently play a The student will play a play many an instrument with and unpitched variety of pitched pitches and no some upsets in instruments with and unpitched variety of pitched and dynamics or dynamic and some minor upsets instruments with nonpitched instruments tempo or tempo and in their dynamics dynamics and tempo alone and with others, accompanime accompaniment. and tempo and and accompaniment including nt ideas. accompaniment. that is appropriate. - playing two-pitch melodies, using imitation; -playing expressively with appropriate dynamics and tempo; -accompanying songs and chants, using body percussion as well as instruments; and -using proper playing techniques.
3 Student has Student can play a Student can play a Student can play a 1.5 The student will not learned a song with quarter song with quarter song with quarter perform rhythmic song with notes, eighth notes, eighth notes, notes, eighth notes, quarter notes, notes, and quarter and quarter rests and quarter rests patterns that include eighth notes, rests, but is accurately, but accurately, and sing quarter notes, paired and quarter inaccurate and cannot sing in in the correct eighth notes, and rests, and cannot maintain a rhythm rhythm. quarter rests, using cannot not steady tempo instruments, body play quarter percussion, and voice. notes, eighth notes, and quarter rests accurately or maintain a steady tempo
4 Student The student can The Students can Students can clearly 1.6 The student will cannot tell the tell a difference tell most of the tell the difference demonstrate the difference between some of difference between between melodic between the melodic melody and steady rhythm and steady difference between melodic rhythm and some beat. beat with little to no melodic rhythm and rhythm and of the steady beat overlapping steady beat. steady beat at within the music all.
5 The students The student can The student can The students can 1.7 The student will cannot give an use some of the use most of the give an example of demonstrate melodic example of instruments, following to give an melodic rhythm by rhythm, using melodic voice, and body, to example of steady all except one instruments, body rhythm using portray rhythmic melodic rhythm instrument or voice anything melody (extra credit if can do percussion, and voice all)
6 Students Students can Students can Students can identify
1.11 The student will cannot identify identify but do not identify and show and show behaviors identify behaviors or show any show any some behaviors appropriate to behaviors behaviors appropriate to different concert appropriate to different appropriate to appropriate to different concert setting (e.g. clapping types of events/situations different different concert setting (e.g. and cheering when (e.g., classical concert, concert setting setting (e.g. clapping and at appropriate times rock concert, sporting (e.g. clapping clapping and cheering when at and not causing event). and cheering cheering when at appropriate times distractions while when at appropriate times and not causing others are appropriate and not causing distractions while performing) times and not distractions while others are causing others are performing) distractions performing) while others are performing)
7 Students can Students can give Students can give 4 Students can give 6 1.12 The student will give no 2 examples of how examples of how or more examples of identify the relationships examples of music relates to music relates to how music relates to how music other things. other things. other things in life. between music and other relates to fields of knowledge. anything.
8 Students can Students can hear Students can hear 2 Students can hear 2 1.14 The student will hear 2 2 contrasting contrasting pieces contrasting pieces identify elements of contrasting pieces and identify and state one and state 3 musical pieces and which one they musical ideas that ideas that were performances that cannot identify like better. were present in the present in the piece he/she likes or dislikes which one piece and explain and explain what and explain why. they like what makes them makes them better. contrasting. contrasting.
